Utilizing Diverse Instructional Approaches; Designing Activities That Resonate with ELLs

Autor/inn/en	MacDonald, Kara; McCaw, Tatiana; Scheibner, Annette
Titel	Utilizing Diverse Instructional Approaches; Designing Activities That Resonate with ELLs
Quelle	In: CATESOL Journal, 32 (2021) 1, S.116-125 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Instructional Design; English Language Learners; Situated Learning; Teaching Methods; Student Needs; Context Effect; Vignettes; Language Proficiency; Task Analysis; Student Projects; Active Learning; Elementary Secondary Education; English (Second Language); Second Language Learning; Second Language Instruction; Content and Language Integrated Learning; High School Students; Adult Education; Higher Education; California + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Schulprojekt; Aktives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; CLIL; Lernkonzept; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kalifornien
Abstract	ELLs need to engage with topics and situations in the classroom that equip them with the social, professional and civic cultural skills to address real-life interactions for their present realities, as well as their future realities (American, 2009, Garett, 2005; Perez & Morrison, 2016). Teachers face the challenge of balancing conventional textbooks and curriculum, which are fixed and often limited to customary topics, not fully addressing the dynamic and changing realities of ELLs. This article describes how a post-methods teaching approach (Kumaravadivelu, 1994; Masouleh, 2012), which represents a self-designed flexible and pragmatic alternative to strict adherence to a singular method, can be tailored to ELLs' needs and commonly-encountered relevant contexts to connect learning to real-life experiences. The discussion highlights the value of a multi-method approach, falling under the umbrella of Situated Learning, to provide real-life scenarios within which students can complete tasks, engage in projects, and/or study and learn from relevant content-based material. In doing so, ELLs' language proficiency, as well as their world-readiness, are effectively developed. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01